1. real-world tasks Designed to emphasize those skills that students must possess to function in the real world; such activities simulate authentic task behavior and focus on the final product. These are tasks that use authentic materials and situations. Students are required to approximate, in the classroom, the types of behaviors required of them in the world outside the classroom (Nunan, 2004).1.1. Test assignment: Help the student practice something they will need to do outside of class. These tasks are not like real-world or target tasks, but are adapted to classroom conditions for instructional purposes. For example: write your CV and exchange it with a partner, study the advertisements of available positions in the newspaper and find three suitable for your partner. Then compare your choices and decide which option is best (Nunan, 2004).1.2 Activation tasks: These are not related to real-world tasks. They simply activate all language skills. In performing these types of tasks, students create and manipulate language that is not available in textbooks. Here's a good example of an activation activity: Work with three other students. You're on a sinking ship. You have to swim to a nearby island. You have a waterproof container, but you can only carry 20 pounds of items. Decide which of the following items you will bring (Nunan, 2004). • Ax (8 kilos) • Food cans (500 grams each) • Water bottles (1.5 kilos each) • Shortwave radio (12 kilos) • Fire starting kit (500 grams each) • Laptop ( 3.5 kilos)2. Pedagogical tasks They act as a bridge between the classroom and the real world as they serve to prepare students for using the language in real life. In pedagogy...... middle of paper ......their courses with traditional approaches. This article investigates the effects of task-based teaching of two different teaching methods, communicative method and non-communicative method, on student success. Research results show that the task-based way of teaching has as significant an effect on student success as the communicative method. The research also revealed that a sense of responsibility was developed in the treatment group. (Abdolrahimzadeh JA, 1998) Sabzavi (2005) as an experimental method, studied the effect of task-based teaching in vocabulary learning among female students in an English institute in Tehran during one term. The results show that the treatment group performed better than the control group (Sabzavi, 2005). The treatment group is taught via task-based teaching and the control group with the traditional approach.